Program
Teaching M.A.
Number of Pages
88
Year Approved
2025
First Advisor
John Bergeland
Second Reader
Lisa Silmser
Abstract
This thesis explores the effects of inquiry-based learning on three key student outcomes: critical thinking, engagement, and academic achievement. Drawing on studies from which the methodology was applied across K-12 and higher education settings, this review summarizes empirical findings to identify strengths and limitations. Inquiry-based learning is frequently associated with improvements in student participation and reasoning skills due to its emphasis on providing opportunities for hands-on investigative processes and collaborative work; however, the magnitude of these effects varies based on the type of inquiry-based learning used and the level of instructional support. In this paper, literature was reviewed on different applications of the inquiry process as an independent teaching practice, as well as in combination with other strategies, such as load reduction and information literacy instruction, and computer game-based learning. The reviewed literature highlights the importance of consistency between the pedagogical and practical applications of inquiry-based learning, the need for increased teacher support during lesson planning, and its positive reception and success in classrooms with appropriate scaffolding and quality feedback.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Mehr, M. J. (2025). An Exploration of Inquiry-Based Learning: Effects on Critical Thinking, Engagement, and Achievement [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1229
Terms of Use and License Information
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